. Author manuscript; available in PMC: 2017 Jan 1.

Published in final edited form as: J Appl Dev Psychol. 2016 January-February;42:21–30. doi: 10.1016/j.appdev.2015.11.002

Table 4.

Ethnic Identity as a Predictor of Latino Child Functioning at School, Moderated by Gender and Ethnicity

	Adaptive Behavior	Externalizing Behavior	Internalizing Behavior

	B (SE)	B(SE)	B(SE)
Ethnic Identity
Constancy	2.12 (1.02)^*	−2.11 (0.74)^**	−1.66 (0.70)^*
Knowledge	2.68 (1.20)^*	0.57 (0.85)	1.53 (0.82)
Preference	0.08 (1.15)	0.18 (0.82)	−0.23 (0.79)
	F = 3.04; R² = .04^**	F = 4.99; R² =.06^***	F =2.58; R² =.04^*

Gender ^* Ethnic Identity
Constancy	−0.14 (2.03)	0.45 (1.45)	1.02 (1.40)
Knowledge	1.83 (2.41)	−1.28 (1.70)	0.48 (1.65)
Preference	−2.24 (2.28)	−1.64 (1.62)	−2.46 (1.57)
	F = 2.64^**; ΔR² = .01	F = 4.81^*; ΔR² =.03^	F =2.03^*; ΔR² =.01

Ethnicity ^* Ethnic Identity
Constancy	2.91 (2.04)	−0.51 (1.45)	0.07 (1.41)
Knowledge	−2.19 (2.37)	−0.68 (1.67)	−1.58 (1.64)
Preference	−0.71 (2.47)	−0.88 (1.75)	−1.77 (1.69)
	F = 2.75^**; ΔR² = .01	F = 4.06^***; ΔR² =.01	F =1.61; ΔR² =.01

Note. Child functioning based on the Behavior Assessment System for Children-2 Teacher Rating Scale. Degrees of freedom for Step 1 F statistic is (3, 541), for Step 2, is (4, 540), for Step 3 is (7, 537), and for Step 4 is (11, 533).

p < .05.

^**

p < .01.

^***

p < .001.